Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Correa, Ana Claudia Esteves
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| Orientador(a): |
Almeida, Laurinda Ramalho de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/42800
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Resumo: |
The objective of this research was analyzing the formative process proposed by the researcher (also coordinator of the group), to Pedagogic Coordinators of the final years of middle school in a private school in São Paulo (SP) as triggers of emotions and feelings capable of provoking reflections about their practice. The analyzed formative process intended to strengthen the skills of reflection, collaboration, metacognition, besides self-knowledge. The theoretical references taken into consideration for the methodology were: formative research (Josso, 2004) and action research (Thiollent, 1985). With the aim of producing information, meetings were held and the participants were required to write about critical incidents (Almeida, 2009) lived by them, detailing emotions and feelings involved, these were shared, what trigged reflections in group about their practice. Comprehensive records were made of these meetings. Questionnaires were applied. The analysis of the narratives was based on the prose analysis (André, 1983) which allowed to deepen understanding and reach comprehension about the meaning of the produced information. The theoretical foundation for the analysis of the information had as reference concepts by Henri Wallon, texts by Almeida, Placco and Souza, about the Pedagogic Coordinator, and by Imbernón, on concepts about development. The results indicate that participating and reflecting about their own process may promote personal and professional development of the Pedagogic Coordinator towards their work group. Once the process enabled reflection about their own practice, articulated to the theory and favored the perception about the possibility of self - transformation, the researcher proposes to call it emancipatory development, considering it leads the Pedagogic Coordinator to be aware that cooperation and co-authorship in the pathways to a formative process may generate responsibility for themselves and for future actions. For the researcher-designer, the research enabled learning in three perspectives: as researcher, as designer and as a participating Pedagogic Coordinator. The research process enabled the production of a framework with guiding ideas for the design of a coordinators development project, which might be used in formative processes given that the necessary adjustments are made in each context |
